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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/65850

    Title: 「探究教學線上教師社群平台」之建置與評估:以知識管理理論為基礎;Development and evaluation of the “Teacher Inquiry Instruction Knowledge Management System” (TII-KMS): A knowledge management approach
    Authors: 郭怡君;Kuo,Yi-chun
    Contributors: 網路學習科技研究所
    Keywords: 探究;教師專業成長;學科教學知能;線上教師專業成長社群;知識管理;知識管理工具;inquiry;teacher′s profession development;Online teacher professional development community;pedagogical content knowledge;knowledge management tool;knowledge management
    Date: 2014-07-22
    Issue Date: 2014-10-15 17:15:24 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 探究(inquiry)是現代科學教育的共同核心。透過適當的教學活動,能幫助學生發展「探究」的能力,並藉此瞭解科學原理。但根據許多文獻及研究調查結果顯示,教師在指導學習者進行探究活動的同時會面對許多挑戰,例如自身專業知能、時間與資源不足、無法有效引導學習者進行探究和本身沒有探究學習的經驗等,並且國內並無相關網路補助平台協助教師相關方面需求。為了幫助教師探究教學知能的提升,本研究旨在開發「探究教學線上教師社群平台」(Teacher Inquiry Instruction Knowledge Management System,TII-KMS),希望藉由知識管理相關理論和採用傳統討論區和Facebook個人介面的兩種不同的資訊流動方式協助平台知識的共享和交流以及發展教師探究教學能力、技巧和經驗,並進一步評估TII-KMS是否符合教師需求。在進行系統評估時,本研究採用便利取樣方法,針對64名國中小學教師進行問卷調查,並蒐集受測教師的背景變項以及系統操作回饋意見。研究結果發現受測教師對於TII-KMS在知覺有用性、知覺易用性及使用意願皆給予正面回饋,認為此平台提供的功能是有用且容易使用的,並可幫助教師提升其專業知能。更進一步分析結果也顯示, 不同學歷背景和Facebook使用經驗將會影響教師對於TII-KMS的感知和使用偏好。最後,本研究依結果提出系統改善、教學實務及未來研究之建議。;Inquiry has been largely highlighted in modern science education. However, previous research has revealed that teachers encountered many challenges when implementing inquiry-based instruction, such as insufficient time, sources, professional knowledge and experience of inquiry learning. To address this issue, by integrating community-based knowledge management (KM) tools and personal-based knowledge management (PKM) tools, the “Teacher Inquiry Instruction Knowledge Management System” (TII-KMS) was developed and evaluated in this study. A total of 64 elementary and secondary school teachers participated the system evaluations of the TII-KMS in this study. Their responses on the quantitative questionnaire designed for the system evaluation in this study showed that they expressed satisfactory perceived usefulness and ease of use of the TII-KMS. Also, they expressed high willingness to use the TII-KMS for professional development regarding inquiry-based instruction. Further analyses indicate that the teachers’ perception and usage preference toward TII-KMS might be influenced by their academic background and experience of using social media. In this study, suggestions on teaching practices, improvement on the system design, and future research are also discussed.
    Appears in Collections:[網路學習科技研究所 ] 博碩士論文

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